영재교육에 대한 사회적 인식 : 신문기사 분석을 중심으로

서지정보

ㆍ발행기관 : 한국영재학회 ㆍ수록지정보 : 영재교육연구 / 16권 / 1호
ㆍ저자명 : 김인혜, 박정옥, 최문경

목차

I. 서 론
II. 연구 방법
Ⅲ. 연구 결과 및 해석
Ⅳ. 결론 및 제언
참고문헌

한국어 초록

이 연구의 목적은 1990년 1월부터 2003년 12월까지 국내 주요일간지에 게재된 영재교육
관련 기사의 양과 내용을 분석함으로써 시대에 따른 영재교육의 사회적 인식과 경향을 살
펴보기 위한 것이다. 연구대상의 기간은 3기로 나누었고, 관련기사의 내용은 영재교육의 동
향, 영재교육 정책 , 영재교육 정보, 사회 환경으로 분류하여 분석하였다.
분석 결과 영재교육 관련 기사의 양은 시기별로 꾸준히 증가하였고, 특히 2000년 영재교
육진흥법 제정이후에 큰 폭의 증가를 나타내었다. 이를 통해 영재교육이 정착화 됨에 따라
영재교육 관련기사도 점차 영재교육 전반에 걸쳐 큰 폭으로 다루어지고 있음을 알 수 있다.
또한 영재교육 관련 기사의 내용에 있어서는 1기에는 체제와 제도에 관련된 기사가, 2기
와 3기에는 영재교육기관에 관한 기사가 많았다. 이는 1기에는 영재교육에 대한 여러 논의
를 통해 영재교육의 필요성에 대한 인식 정착되었고, 2기와 3기에 영재교육에 대한 제도화
가 이루어지면서 영재교육 기관에 대한 관심이 커졌음을 알 수 있다.

영어 초록

The object of this research is to analyze the contents and amount of articles on gifted
education in major daily newspapers dated January 1990 to December 2003, and to review the
trend of social perception of gifted education with the passage of time.
Following are the research question :
1. How many articles belonging to the same category appeared in the newspapers within the
period of time covered by the study?
2. What kinds of articles appeared in the newspapers within the period of time covered by the
study?
To arrive at the answers to the problems mentioned above, 714 articles on gifted education.
The period from 1990 to 2003 were divided into time frames of 5 years to facilitate the analysis
of social consciousness regarding gifted education before and after the enforcement of the Early
School Entering Law in 1995 and the Law for Promotion of Gifted Education in 2000. The
researcher defined Period I as the years from 1990 to 1994, Period II from 1995 to 1999, and
Period III from 2000 to 2003.
The articles were classified by content which were significance and trend of gifted education,
current policies on gifted education, information on gifted education, and social environment of
gifted education.
The results of the analysis are as follows:
(1) The articles from 1990 to 2003 totalled 714. 130 articles were found within Period I, 213
within Period II, and 371 within Period III. Since the year 2000, when the Law for Promotion of
gifted education was enforced, the amount of articles considerably increased. The articles on the
trend of gifted education numbered 42 within Period I, 49 within Period II, and 81 within Period
III, showing a huge increase in the last period. The articles on current policies numbered 56
within Period I, 77 within Period II, and 143 within Period III, numbering the most in the last
period. This means that, even before the Law for Promotion of gifted education was enforced,
there has been much interest in and discussion of the appropriate educational system for gifted
children in preparation for the legal and institutional foundation of such system. Since the
enforcement of the law, many institutions were established and the problem became an
important social issue.
The articles that most frequently appeared were about current policies on and status of gifted
education. This category showed the largest numbers through all the three periods and on all the
subjects. This subject represented 43.1% of the articles on gifted children within Period I,
36.2% within Period II, and 38.6% within Period III. As to the significance and trend of gifted
education, this subject showed a decrease from 32.3% within Period I, 23% within Period II,
and 21.8% within Period III. However, the articles in the category of information on gifted
education gradually increased from they represented 5.4% of the articles on brilliant children
within Period I, 7.5% within Period II, and 8.4% within Period III. The social environment
articles showed an increase from Period I to Period II-- from 19.2% to 33.3%, but it went down
to 31.3% within Period III.
(2) As to articles on the trend of gifted education, there were many such articles found,
mainly on researches and trends in other countries. As greater importance is accorded to gifted
children and as the recognition of the necessity of providing specific education for them grows,
more related studies are conducted and people try to adopt new trends from other countries. For
the articles on the current policies of gifted education, most of them were about institutions.
This means that many educational institutions have been established since the Law for
Promotion of Gifted Education was enforced. Informative articles on gifted education were
mostly about distinctive features of gifted children and how to tell who the brilliant children are.
This fact shows the importance of identifying gifted children in order to educate them
systemically and effectively. It likewise shows that parents wish that their kids were gifted.
Social environment articles were mostly about events and seminars. As education for gifted
children became institutionalized, the related events and seminars increased and the subjects
and participants seemed to become varied.

참고 자료

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